ISSN 1712-8056[Print]

Canadian Social Science ISSN 1923-6697[Online]

Vol. 11, No. 9, 2015, pp. 6-12 www.cscanada.net
DOI:10.3968/7236 www.cscanada.org

Curriculum Development of Supplementary Substance Curriculum in Working,

Occupation, and Technology Learning Substance based on Sufficiency Economy
Philosophy for Promoting Primary School Students’ Life Skill

Samai Khankhaeng[a],*; Jiraporn Chano[b]; Kochaporn Numnaphol[c]

[a]Faculty Khankhaeng, S., Chano, J., & Numnaphol, K. (2015). Curriculum

of Education, Mahasarakam University, Muang Mahasarakam,
Thailand. Development of Supplementary Substance Curriculum in Working,
[b]Ed.D., Faculty of Education, Mahasarakam University, Muang Occupation, and Technology Learning Substance based on Sufficiency
Mahasarakam District, Thailand. Economy Philosophy for Promoting Primary School Students’ Life
[c]Ph.D., Faculty of Education, Roi Et Rajabhat University, Selaphum
Skill. Canadian Social Science, 11 (9), 6-12. Available from:
District, Roiet Thailand. http://www.cscanada.net/index.php/css/article/view/7236 DOI:
*Corresponding author.
http://dx.doi.org/10.3968/7236

Received 5 June 2015; accepted 4 August 2015

Published online 26 September 2015

INTRODUCTION
Abstract
The situation of the new decade was the period of speed
The objectives of this research were: a) to study the
and modernity of various kinds of communication
situation, problem, and need for establishing the
technology as well as races and cultures. Assimilation in
Supplementary Substance Curriculum in Working,
thought and belief of people group that the human beings
Occupation, and Technology Learning Substance based
in society had to be faced with new age lifestyle critically.
on Sufficiency Economy Philosophy for enhancing one’s
Since the social situation has changed very much, it
life skill, b) to develop the curriculum, c) to study the
affected the learning age children’ livelihood among the
findings of curriculum usage, and d) to evaluate the
changing trend of technology and parents’ expectation for
curriculum in Instructional Management Technique for
their children’ Education, and the temptation or
developing one’s Life Skill by using the Integrated
inappropriate models surrounded them. As a result, there
Instruction, the Cooperative Learning, the Work Project
were problems in children and youth’ emotional and
or Learning by Doing, R-C-A Questioning Technique,
mental adjustment, physical health, game addiction, and
Instruction being relevant to the objective which was
sexual. Specifically, in children with low life skill,
aimed for the students to be able to solve the problem by
without social immunity. When they graduated the basic
themselves, develop their personality in awareness, view
education, they may not be successful in their life. In
their own worth as well as the others’ values, have
addition, they might have both of emotional and mental
analytical thinking, make decision, and solve the problem
problems, and be vulnerable for their life conflict.
creatively, adjust one’s emotion and tension, develop
Consequently, the teachers had to provide the efficient
good relationship with the others for adjustment and self-
learning process for students’ life skill as their immunity
defense in different situations, manage one’s life
to be free from influence of media and technology ideas,
efficiently, make efficient decision by considering the
and cope with social advancement intelligently.
impact on oneself, society, and environment, be able to
The Supplementary Substance Curriculum in Working,
apply for usefulness as well as live in society sufficiently,
Occupation, and Technology Learning Substance based on
and be happy sustainable throughout the time based on
Sufficiency Economy Philosophy. Sufficiency Economy Philosophy for enhancing the Primary
School Students’ Life Skill so that the children would have
Key words: Curriculum development; Sufficiency awareness as well as self-worth and respect the others’ value.
economy philosophy; Life skill
The analytical thinking, decision

Copyright © Canadian Academy of Oriental and Occidental Culture 6


making and creative problem solving, emotional and stress
management, creation for good relationship with the others,
cooperative working skill, persistence in working, systematic
working, application for usefulness could help one to be able
to manage their livelihood as well as live in society
sufficiently and sustainably happy throughout the time based
on Sufficiency Economy Philosophy.
1. CURRICULUM DEVELOPMENT
The Curriculum Development referred to the process in
outlining the Supplementary Substance Curriculum in
Working, Occupation, and Technology Learning
Substance based on Sufficiency Economy Philosophy
being relevant to the situation, problem, and need in Phase
1 by determining the curriculum goal, and outlining the
curriculum to be congruent with the objective which
included different content skills, and guidelines for
evaluating in each skill. Then, the tentative curriculum
was investigated its Propriety and Accuracy by the
experts. It was revised and improved based on the experts’
recommendations in order to be the curriculum based on
Sufficiency Economy Philosophy for providing the
learning activity management in Working, Occupation,
and Technology Learning Substance.
2. CURRICULUM COMPONENT
Kerr (1976, pp.16-17) proposed 4 parts of the curriculum
component including: a) the curriculum objective, b) the
content material, c) the learning experience, and d) the
evaluation. It was supported by Taba’s (1962, p.10) and
Beauchamp’ (1975, pp.107-109) approach in curriculum
component that the curriculum construction would
consisted of 4 major parts including: a) the objective,
b) the content material, c) the instruction in activity and
model, and d) the evaluation.
The Supplementary Substance Curriculum in Working,
Occupation, and Technology Learning Substance based on
Sufficiency Economy Philosophy for enhancing the Primary
School Students’ Like Skill consisted of the Rationale,
Objective, Indicators and Learning Substance, Instruction
Guidelines, Guidelines for Instructional Activity
Management, Measurement and Evaluation.
3. SUFFICIENCY ECONOMY PHILOSOPHY
The Sufficiency Economy Philosophy was a philosophy
which his Majesty the King stated in suggesting the
guidelines for living for Thai citizen before the Economic
Crisis. Later on, His Majesty the King emphasized on the
guidelines for solving the problem absolutely as well as
living steadily and sustainably under the globalization
trend as well as many changes.
The Sufficiency Economy Philosophy was the
philosophy indicated the guidelines for livelihood as
7 Copyright © Canadian Academy of Oriental and Occidental Culture
Samai Khankhaeng; Jiraporn Chano; Kochaporn Numnaphol
(2015). Canadian Social Science, 11(9), 6-12
well as conduct in every level of people from family and
community to government in both of national
development and management to be in neutral especially
in economic development to keep pace with globalization
age world. The Sufficiency referred to the approximate
one. To be reasonably referred to the necessity to have
good immunity inside the body on the impact which was
caused by both of outside and inside. It had to be based on
knowledge, carefulness, and thoughtfulness very much by
using different kinds of knowledge for planning and
implementing in every step. The Sufficiency Economy
was a new theory which wasn’t stated in textbook.
Because it referred to the human beings’ new thought
being interested by the experts. We could improve or
apply its rationale so that the national and global
economic would be developed. The Sufficiency Economy
Philosophy consisted of 3 characteristics including: a) to
be moderate referred to the adequacy not too much or less
without disturbing oneself or others, b) to be reasonably
referred to one’s decision making for Sufficiency had to
be reasonable by considering the related factors as well as
the anticipated effect from those actions carefully, and
c) the good immunity inside referred to the preparation to
be ready for feasibility of various expected situations to
be occurred in the near future or the long period of time,
condition for decision making, and implementation of
different activities to be in sufficiency level had to be
based on knowledge and virtue as the foundation.
4. LIFE SKILL
Brolin (Goodship, 1992, online; citing Brolin, 1989)
defined it that it included the necessary and important
Skills and Knowledge for one’s livelihood.
World Health Organization ( 1993, online) defined
Life Skill that it referred to one’s competency in adapting
and developing the appropriate behaviors so that one
would be able to manage different kinds of stimulated
need and things in daily life effectively.
Tshiwula (1995, p.8) defined that the Life Skill was a
process of enhancing the students’ development as well as
interpersonal development.
De Jong (1995, p.93) defined Life Skill as the person’s
indispensable things to face with one’s life as well as
various challenges for accomplishment.
Hendricks (1996, online) defined Life Skill that it was
the person’s competency in being able to learn how to
help oneself to be successful in one’s life as well as
perfection and satisfaction in one’s life.
Nelson-Jones (1997, p.7) defined Life Skill that it led to
alternatives for personal responsibility. When one had to be
responsible for oneself, one was in the process for
constructing the alternatives for one’s life to be the most
perfect and happy. Consequently, the Life Skill consisted of
Self-helping skills or one’s competency to be able to help
oneself in various aspects for coping one’s life efficiently.
Curriculum Development of Supplementary Substance Curriculum in Working,
Occupation, and Technology Learning Substance based on Sufficiency Economy
Philosophy for Promoting Primary School Students’ Life Skill

UNICEF (2001, online) stated that the Life Skill
referred to one’s capability in applying one’s knowledge,
attitude, and skills which would help to support one’s
behavior in being able to be responsible for oneself for
livelihood by developing the good alternatives, the
resistance to peer pressure, and the management for life
threatening.
Life Skill referred to the person’s ability to solve
different surrounding problems in present social situation,
and to be ready for adjustment in the future by
determining 4 major Life Skill Components to be
constructed and developed into students’ immune as
follows: a) the awareness and view of self-worth as well
as the others’ referred to one’s conscious in one’s own
aptitude and capacity, one’s strength and weak point,
one’s comprehension in individual differences, one’s self-
understanding, one’s acceptance and view of value in
oneself as well as the others,’ one’s life goal, and one’s
social responsibility, b) the analytical thinking,
decision making, and creative problem solving referred to
one’s competency in identifying the surrounding news,
information, problem, and situation, critiquing and
criticizing and evaluating the nearby situation reasonably
with correct information, perceiving the problem and its
cause, knowing how to cope with emotional and stress as
well as alleviate, avoid, and modify the behavior which
caused the undesirable emotion into a good way, c) the
creation in good relationship with the others referred to
one’s comprehension in the other persons’ viewpoint,
emotion, and feeling, verbal and nonverbal language use
for communicating one’s feeling and thought, good and
appropriate conduct in different situation, communication
for developing good relationship, creating the cooperation
in developing the collaboration as well as working
with the others happily which could be evaluated by
the Behavioral Evaluation Form.

Theoretical Background Supplementary Curriculum of Findings of

Philosophy of Development, Working, Occupation, and Curriculum
the students would learn based Technology Learning Substance Use
on one’s experience focusing
based on Sufficiency Economy
on thinking of How rather than 1. Expected
What. The students were Philosophy enhancing Primary
behavior and
enhanced to discover the School Students’ Life Skill
indicators of
problem by themselves. included rationale: หหหหหหห
(Chookampang, 2008, pp.37- 4 Factors in
38) The German psychologists Supplementary Curriculum of Indicators of
in Working, Occupation, and Skill as:
Gestalt’s Theory were Max Technology Learning Substance based
Wertheimer, Wolfgang 1.1Awarenes
on Sufficiency Economy Philosophy
Kohler, and Koftka who were s and Value
interested in Perception, enhancing Primary School Students’ in oneself
Association between one’s Life Skill, offering instruction for and others,
former experience and new quality student development to be 1.2
experience leading to the good and intelligent, healthy in Analytical
thinking process for problem mental, physical, and skill which were
solving, Social Cognitive Thinking,
necessary for livelihood. Creative
Theory emphasized on the
Observational Learning, Objectives Problem
Bruner’s Discovery Learning. Solving,
Curriculum Development To develop the students to be good,
Curriculum Development intelligent, happy, ethical, responsible, 1.3Emotional
(Tyler, 1949 ; Taba, 1962 ; and Stress
Saylor et al.,1981; Utranan; dedicated, generous, conservative and
Managemen,
1989) environmental development, and behave
themselves according to Sufficiency 1.4 Creation
Sufficiency Economy
Philosophy, Related Economy Philosophy. of Good
Psychological Theories: 1) Relationship
Gestalt Theory, 2) Lewin’s Indicators and Learning Substance with others.
Theory, 3) Humanism Theory,
4) Social Cognitive Theory, The content structure and Learning 2. Learning
approach of Life Skill and is Unit included 7 Learning Units, 14 Achievement
development in Core Lesson Plans, total of 20 hours.
Curriculum of Basic 3.
Education 2008, Office of Instructional Management Characteristi
Basic Education (2554:1-15) c based on
1) Learning Management by Sufficiency
Figure 1:
Conceptual Framework

Copyright © Canadian Academy of Oriental and Occidental Culture 8


5. RESEARCH METHODOLOGY
From Figure 1, Conceptual Framework of Supplementary
Substance Curriculum in Working, Occupation, and
Technology learning Substance based on Sufficiency
Economy Philosophy for enhancing the Primary School
Students’ Life Skill.
The researcher used the guidelines for curriculum
development by using the research process, Research and
Development Design. There were 4 Phases of research
implementation as: a) the study of basic information, b)
the curriculum construction and development, c) the tried
out curriculum, and d) the curriculum evaluation.
5.1 Phase 1: The Study of Basic Information
The researcher studied basic information for curriculum
development by: a) studying the necessary information
for curriculum construction, b) studying the documents,
textbooks, and related research literature, and c) studying
the curriculum development textbooks from both of
foreign countries and in the country.
5.2 Phase 2: The Curriculum Construction and
Development
In this Phase, it was the development of Supplementary
Substance Curriculum in Working, Occupation, and
Technology Learning Substance based on Sufficiency
Economy Philosophy for enhancing the Primary School
Students’ Life Skill by determining the structure of
curriculum based on basic information, and evaluating the
tentative curriculum by the experts, and trying out the
curriculum with 30 students of Muang-se-la-poom
Kindergarten School who were studying in Pratomsuksa 5
during the second semester of 2014 academic year in
order to use the data for developing the curriculum to be
more complete.
5.3 Phase 3: The Tried Out Curriculum
The curriculum for data collection, the document of
curriculum, the Learning Activity Management, and the
instrument of Measurement and Evaluation which were
improved by the researcher, to be tried with 21 students of
Ban-nong -sa-mak-kee School who were studying in
Pratomsuksa 5 during the first semester of 2014 academic
year. The research instruments included: a) the instrument
using for Learning Activity Management, and b) the
instrument for data collection. For data analysis, the
researcher analyzed data by using the Computer Program
to calculate the Mean, Standard Deviation, and Percent.
The data implementation, the Quasi-experimental design
as one-group time- series design was administered by
comparing the life skill competency between pretest and
posttest. The statistic for hypothesis testing, the
differences in Mean Values of life skill competency
between the pretest and posttest, the F-test, and One-way
Repeated Measured ANOVA.
9 Copyright © Canadian Academy of Oriental and Occidental Culture
Samai Khankhaeng; Jiraporn Chano; Kochaporn Numnaphol
(2015). Canadian Social Science, 11(9), 6-12
5.4 Phase 4, Curriculum Evaluation
The evaluation of curriculum development, the key
informants were 5 teachers and related committees, 5
school boards, and 21 students’ parents, 5 experts, 21
students, total of 57 persons in order to study the findings
of curriculum use.
6. THE FINDINGS
Phase 1, the findings of basic information study, the
information for curriculum development, the curriculum
component, the situation problem, and need, the 11 th Issue
of National Economic and Social Plan (2012-2016), the
Basic Education Curriculum 2008, the related documents
and related research literature with curriculum
development and Instructional Activity Management
based on Sufficiency Economy Philosophy were studied.
Moreover, the findings of study in the need for curriculum
development found that the need for curriculum
development in enhancing the life skill in Learning
Activity Management should emphasize on various
models by focusing on the students’ real practice for
promoting the Primary School Students’ Life Skill so that
they would be able to have knowledge as well as
competency in living, and be self-reliant without
destroying the environment. As a result, they would
obtain the skill for living in society happily based on
Sufficiency Economy Philosophy.
Phase 2, the curriculum development, the findings in
establishing the tentative curriculum consisted of
component and details including the Rationale, the
Objective, the Indicators and Learning Substance, the
Instructional Schedule, the Guidelines for Instructional
Activity Management, the Measurement and Evaluation,
and the Principle of Measurement in Practice. The
tentative curriculum was investigated the congruence by
the experts. The findings of experts’ investigation in
congruence of curriculum structure, found- that the
congruence, in overall, was in “High” level. (x = 4.43 SD
= 0.56)
Phase 3, the trying out of curriculum was to revise the
curriculum as well as supplementary curriculum
documents from Phase 2, based on the findings. Then, it
was tried out with 21 Pratomsuksa 5 Students, the
samples, at Ban-han-nong-sa-mak-kee School during the
first semester of 2014 academic year. The comparison of
students’ life skill between pretest and posttest, was
performed.
(a) The comparative findings of life skill development
between pretest and posttest, was performed by 3 times of
pretest, and 3 times of posttest (parallel test) the interval
of each testing was 1 week, as shown in Table 1.